12.Development of an instrument to measure lecturers ’attitudes to research teaching (LART scale) (218)

Philip Sperrin, Head of Department, Faculty of Health, Edge Hill University, Ormskik, United Kingdom
Co authors: Mair Ning
sperrinp@edgehill.ac.uk

Abstract:

This abstract gives initial findings of a study undertaken in 2007 concerning development of an instrument designed to measure Lecturers’ Attitudes to Research Teaching (LART scale). A review of the literature shows that many authors have used the Funk et al (1991) Barriers Scale and report contextual issues, such as attitudes to research in clinical areas, managerial support and resource issues, access to publication material and on-line data sources, as barriers to research utilisation in practice. The influence of educational attainment is also a key variable. Other researchers have examined approaches taken to research teaching. However, few studies have examined lecturers’ attitudes to research teaching. A study by Bassett (1994) that used a phenomenological approach has been identified, which was done at the time when Project 2000 was introduced and found that some of the teachers studied were unsure that their knowledge of research was adequate for the level of teaching that they were being required to undertake. The findings of the literature review have been used to develop the LART scale. Likert-scale items such as ‘how confident are nurse teachers in teaching research?’ and respondents assessment of their knowledge and confidence when teaching evidence-based practice, research design and methods and research analysis approaches have been developed. Pilot study work has been completed designed to assess the usability of the questionnaire. Estimates of reliability and validity have also been undertaken. Research utilisation in practice is heavily dependent on lecturers’ knowledge, skills and attitudes towards research teaching. Whilst not all lecturers need to have expert research skills evidence-based practice and research critique are present in most nurse education programmes, therefore some baseline research teaching skills are needed along with positive attitudes to research teaching. The LART scale allows Faculties to undertake an educational needs assessment and plan staff development programmes accordingly.

Biography:

Philip Sperrin is an experienced nurse educationalist who was appointed as head of department at Edge Hill University in 1991. He completed his first degree in health studies at Liverpool Polytechnic and his masters degree in health research at Lancaster University. Whilst managing a team of nurse teachers, Phil is interested in the teaching of research to nursing and midwifery students and maintains a teaching contribution in this topic.